Effective Teaming Using Data to Guide Actions

Secondary RTI OverviewDean RichardsSally1ObjectivesDiscuss the reasons to change the current system.Look at research on best practices specific to secondary schoolsExplore a framework for how to move to a multi-tiered instructional model in secondary schools.

Explicit about my instructionStress the big ideas of the dayShare the order in which I will cover the content.ExpectationsDemonstrate good audience skillsSilence cell phonesHold side conversations out of ear shot of othersEngage in active listeningParticipate in partner discussionsIf you need a break, take oneExplicit about my instructionClear expectations reduce confusionI assume you know all these things

PartnershipsPick someone near you to be your partner.The person with the next birthday is coffee.

The other person is cream.

Everyone wants better schools. . .

few want them to be different!

First different, then better!THE BUDGETNot another thing!

PLCCurriculaELL & Sheltered InstructionCredit by proficiency

SchedulesAssessmentInstructionProfessional developmentBehaviorRTISpecialEducationInterventionsTAG

CFAOne thingWhat is your school all about?

The Process is Ongoing and Long-Term CONSENSUS

CONSENSUSINFRASTRUCTUREIMPLEMENTATIONCONSENSUSINFRASTRUCTURE

9

10So. . . we adopt a new way of thinking about:TimeSchedulesAssessmentStudentsProfessional DevelopmentCurriculumTeamwork11Research on Secondary LiteracyIES Practice GuideReading Next

Supplemental Handouts p. 1-2Supplemental Handouts p. 3-4http://ies.ed.gov/ncee/wwc/pdf/practiceguides/adlit_pg_082608.pdfhttp://www.all4ed.org/files/ReadingNext.pdf12Reading Next Infrastructure recommendationExtended time for literacyProfessional developmentOngoing summative assessment of students and programsTeacher teamsLeadershipA comprehensive and coordinated literacy programReading Next Time recomendationExtended time for literacy, which includes approximately two to four hours of literacy instruction and practice that takes place in language arts and content-area classesWhy reading?More than 8 million students in grades 4 12 are struggling readers.40% of high school students cannot read well enough to benefit from their textbooks .69% of 8th grade students fall below the proficient level in their ability to comprehend the meaning of text at their grade level.But not everyone goes to college

23% of High School Graduates are not eligible for the military because they cannot pass the entrance exam

16But not everyone goes to college

The text in Technical Schools have a higher Lexile reading score than text in a 4 year college.

17

ResistanceSome teachers adjust the assignment and content rather than help students learn to read.

ResistanceSome content-area teachers expressed resistance to teaching reading.

ResistanceSome teachers just want to cover content unaware that helping them to read would help them understand content.

A fundamental philosophical shiftWe teach students, not subjects!Change in languageWe must teach students to be literate across all content areas.Students must speak, listen, read and write like a. . . . ScientistMathematicianArtistHistorianMusician

So how do we make this happen?Professional DevelopmentLeadershipData based teamingUniversal screenerCore Curriculum with strong instructionDecision rules and reading protocolProgress MonitoringInterventionsTalk TimeCoffee please answer the following question: What is your current practice for supporting literacy in your school/district at the secondary level?Cream please answer the following question: What is the one thing at your school?

With extra time switch questionsExplicit about my instructionExplicit roles for each partnerBuilt in differentiationIt is the beginning of the conversation, I realize there will not be enough time

So how do we make this happen?Data based teamingProfessional Learning Communities= Data Based Teaming

4 PLC questionsWhat do students need to know and be able to do?How will we know when they have learned it?What will we do when they havent learned it?What will we do when they already know it?

TeamingTier 1Tier 2Tier 3What is discussedOverall instructional health of the school InterventionsIndividual StudentsTeamingTier 1Tier 2Tier 3What data is usedOAKSCBMBehavior dataGradesFidelity walk through

CBMIntervention assessmentsBehavior dataGradesOAKSCBMIntervention assessmentsBehavior dataOther data specific to childGradesOAKSTeamingTier 1Tier 2Tier 3Who attendsAll staffAcademic or behavioral administratorIntervention teachersInstructional coachCounselorTeacher representativesELLSpecial Education Teacher

Academic or behavioral administratorIntervention teachersInstructional coachCounselorParentTeacherELLSpecial Education TeacherTeamingTier 1Tier 2Tier 3How oftenQuarter or semesterEvery 6 to 8 weeksAs neededTalk TimeCream please answer the following question:What is the current teaming structure in your building?Coffee please answer the following question: What barriers have you encountered in creating strong teaming structures?

With extra time switch questions

So how do we make this happen?LeadershipData based teamingLeadershipLeadership is an action, not a person!

That being said, administrators are leaders! RTI will not work without the participation of administrators. The future is not some place we are going to, but one we (you) arecreating. The paths are not found, but made, and the activity of making them, changes both the maker and the destination.--John SchaarRaymond J. McNulty, President International Center for Leadership in Education

LeadershipTop-DownMaking RTI a priorityCreating a schedule that worksBudget planningSupport and buy-in for systemic, consistent programsSchool improvement plans

Bottom-upSchool participated in training and planning Teacher-teams identified key literacy strategies for training and roll-outReview curriculum and selected intervention programsFinding ways to make it work.

SchedulingWhat drives the schedule?Who teaches the classes?What are the necessary teacher endorsements for credits?

Middle School ScheduleM,Tu,Th,FWednesdayPer. 18:55 - 9:429:55 - 10:36Per. 29:46 - 10:3110:40 - 11:206th grade LunchPer. 311:09 - 11:5511:59 - 12:39Per. 411:59 - 12:4412:43 - 1:23Per. 512:48 - 1:331:27 - 2:07Per. 61:37 - 2:232:11 - 2:51Per. 72:27 - 3: 122:55 - 3:35Middle School Intervention W-13XXXSOAR 7/8LEAD 8CLEAD 7BADV LEADPREPSOAR 6BANDFIT 7/8BAND 7WBAND 7BPREPBand 6BAND 8XXXARTCER 7DART 8BPREPCER 8AArt 6ART 7CADV ARTD-3TECH SUR 7DTRANS TECHPREPTECH II 8ATRANS TECHPUB 7CTRANS TECHHmEcXXXSRV SK 8BCLTR FOODSSRV. SK 7BSrv Sk 6PREPSRV. SK 7ACHOIRXXXXXXPREPXXXOrch 6/Choir 6ORCH 7/8CHOIR 7/8M-ALanguage! CConsultLanguage! BPREPStrategies 8W-15Math Strats 6Math Lab 6 Language! APREPConsultStrategies 6D-11AMath Str 7/8Co-Taught 7Math Lab 7Math Lab 7ConsultPREPStrategies 7D-1 Lang C 6th TESTPREPXXXXXXXXXM - BFA Read/WriteComm 6-8ConsultPREPMath Lab 8FA MathFA StratsD-10Lang C/D CONSULTLang D/E Lang DPREPElectivesSpecial EducationSupplemental Handouts p. 5-6ReadingHigh School Schedule Block 17:50 - 9:20 (90) 10 min break9:20 - 9:30 Block 2 9:35 - 11:05 (90)Block 31st Lunch11:10 - 11:40 (30)Class 11:45 - 1:15 (90)Class 11:10 - 12:40 (90) 2nd Lunch12:45 - 1:15 (30)Block 4 1:20 - 2:50 (90) High School ScheduleFunc Acad 1-202PrepCM / Comm Voc-714Comm Voc-311Recon Youth-311Recon Youth-311PrepCM / Lrng Strat 2-120Appl R/W/M - 207PrepComm Train-202 / SDILrng Strat 1-120 / CMLrng Strat 1-120/ Lrng Strat 2-120Basic R & W-311PrepTSA-300CM / Lrg Strat 2-120Lrng Strat 1-120 / Lrng Strat 2-120PrepPrepLife Skills-202SDIWork Skills-202Basic Math - 203 /Lrng Strat 2-120PrepCM / Lrng Strat 2-120Lrng Strat 1-120/ Lrng Strat 2-120Prep / Lrng Strat 2-120Lrng Strat 2 - 120/ PrepRead 180-608Lrng Strat 1-120/ CMConnectionsTransitionsTransitionsConnectionsPrepLinguistics 2Linguistics 3World L & CFr EnglFr EnglIB Sr EnglPrepPrepSo EnglAmer L & CSo EnglIB Sr Engl / Pub SpkPrepFr EnglFr EnglAmer L & CPrepMult L & CRead 180-606PrepIB FilmLit & FilmLit & FilmRead 180Read 180Language ArtsSpecial EducationSupplemental Handouts p. 7-9Talk TimeCoffee please answer the following question:Describe your current schedule?Coffee please answer the following question:Can you infer the schools one thing from the schedules presented?

With extra time switch questions

So how do we make this happen?Professional DevelopmentLeadershipData based teamingProfessional DevelopmentData used to drive professional development needs.

Tier 1 dataLead data fidelity walk throughLag data test scores

Teaching is public and itself the focus of study among professionals.

Supplemental Handouts p. 10-11 Professional DevelopmentDelivery:OngoingAnticipate and be willing to meet the newly emerging needs based on student and staff need and performance.Sufficient time to collaborate and planJob imbedded

45

Active Engagement StrategiesInstructional StrategiesCommon Instructional NeedsFidelityTeacher Actions to Improve CoreTalk TimeCream please answer the following question:What is one thing you have done in the last week to improve your school/district?Coffee please answer the following question:If you could focus your professional development on one thing, what would it be?

With extra time switch questions

So how do we make this happen?Professional DevelopmentLeadershipData based teamingUniversal screenerUniversal Screening

Screening involves brief assessments that are valid, reliable, and evidence-based. They are conducted with all students or targeted groups of students to identify students who are at risk of academic failure and, therefore, likely to need additional or alternative forms of instruction to supplement the conventional general education approach.-National Center on Response to Intervention

49Universal Screening serves 2 purposes:

Evaluate the quality of your schoolwide instructional system

Identify those who may need more support.

Purpose(s)OAKS Curriculum-Based MeasuresOral Reading Fluency (ORF)MazeGrades (with a common grading policy)Common Secondary Universal Screeners (Reading)Supplemental Handouts p. 12-15

OAKSPassing OAKS 3rd grade (204) places a child in the 17th percentilePassing 3rd grade is not enough. By 5th grade, if these students stay at the same percentile they will fail OAKS By 10th grade, if these students stay at the same percentile they will fail OAKSThis student will score a 236 and pass at the 32nd percentile

Based on 2009-2010 ODE percentiles

Essential Features of CBM Tools

Robust indicator of academic health Brief and easy to administerCan be administered frequentlyMust have multiple, equivalent forms(If the metric isnt the same, the data are meaningless)Must be sensitive to growthWhy Use Oral Reading Fluency Measures for Screening?Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehensionMultiple-choice cloze task

Grade-level passage w/ every 7th word replaced by 3 word choices in parenthesis

Student reads silently and selects as many correct words as they can in 3 minutesWhat is Maze?Supplemental Handouts p. 16Funnel of Screening

OAKS CBMOral Reading FluencyMazeCurriculum placement assessmentsTalk TimeCoffee please answer the following question:What data do you use to know the health of the school?Coffee please answer the following question:What data do you use to select students who may need more support?

With extra time switch questions

So how do we make this happen?Professional DevelopmentLeadershipData based teamingUniversal screenerCore Curriculum with strong instructionBig 5 of ReadingPhonemic Awareness PhonicsFluencyVocabularyComprehensionCore programThe research based curriculum and instruction across all classes that allow students to access and respond to text across content areas.Another way to say it. . . We teach literacy, not literature.-Kelly Gallaghar

Its not all about English class!We dont have 2 to 4 hours of English class.English class =LiteratureDiscussionsAesthetic response to reading WritingIts not all about English classNovel basedFiction

Without support on how to read non-fiction, the last time students learn how to read non-fiction is 5th grade!Non-fiction text needsInformational text accounts for ___% of reading done by adults.

Standardized tests are up to ___% informational text.86 85My Extrapolation of These Meta-analyses: Essential Attributes of ROBUST Instruction Across the Grades & Content Areas1) Engagement: Everyone Does Everything2) Language: Structured use of academic vocabulary in speaking/writing.3) Thinking: Structured use of HOTS/LOTS (lower & higher order thinking skills)* Of course, plus each teachers essential content area info!4) Scaffolding: Support necessary so ALL are becoming more competent

Dr. Kevin FeldmanIES RecommendationsRecommendation 1Provide Explicit Vocabulary Instruction

Level of Evidence: Strong

Integrating explicit vocabulary instruction into subject areas enhances students ability to acquire textbook vocabulary. Explicit vocabulary instruction is needed to ensure all students acquire print vocabulary needed for academic success. Many content area texts contain specialized vocabulary students may not encounter outside their textbooks. Therefore, repeated exposures in varying contexts must be planned. Do both direct word instruction AND instruction on strategies to implement 66I do it - modeling (including thinking aloud)

We do it - teacher guided

Yall do it - partner practice/smallgroup IF task/topic warrants

You do it - independent practice (w/feedback)Explicit Teaching Is:heart & soulof effectiveinstruction...see Anita Archer: http://explicitinstruction.org/RTI Scaling Evidence Based Practicewww.scoe.org/reading kfeldman@scoe.orgVideo Instruction #1While you watch this video of Dr. Anita Archer do vocabulary instruction and review, watch for strong instructional strategies. Pay close attention to how students respond and the use of examples and non-examples.This instruction is in an 8th grade geometry class. They have just reviewed circle, diameter, and radius.

Instructional toolsExampleFrayer Model

Supplemental Handouts p. 17IES RecommendationsRecommendation 1Provide Explicit Vocabulary Instruction

Level of Evidence: Strong

Recommendation 2Provide Direct and Explicit Comprehension Strategy Instruction

Video Instruction #2While you watch this video of Dr. Anita Archer do an introduction to a biography on Harriet Tubman, watch for how she introduces the text and genre instruction.This instruction is in an 6th grade Language Arts class.

Talk TimeCream please answer the following question:How did Anita use student response effectively during the vocabulary instruction?Coffee please answer the following question:How did Anita effectively introduce the key concepts of this text?

With extra time switch questions

ExampleAnticipation GuideInstructional tools

Supplemental Handouts p. 18IES RecommendationsRecommendation 3Provide Opportunities for Extended Discussion of Text Meaning and Interpretation

Level of Evidence: Moderate

Critical Academic Literacy Ability to critique, analyze , defend, explain, think deeply - not just on the surfaceAnd it must be TAUGHT - not simply assigned or expected! Argumentative literacy (Graff, 2003)- ability to persuade, to debate, to clarify- explain why, evaluate, make judgments

Make a point and support it w/evidence and clear thinking, beyond opinion/idiosyncratic experience Use appropriate Academic Language - the vocabulary and conventions of grammar and syntax demanded by the discipline/situation Skillful in speaking & writing - expressive lang. artsRTI Scaling Evidence Based Practicewww.scoe.org/reading kfeldman@scoe.orgIES RecommendationsRecommendation 4Increase Student Motivation and Engagement in Literacy Learning

Level of Evidence: Moderate

Video Study #3While you watch this Economics teacher discuss supply-side economics. Watch for student responses to the teachers questions?This is a 12th grade Economics class.

MotivationIts not the childs responsibility to be motivated. They are teenagers!

It is the teachers responsibility to be motivating.

Dont blame the kids, all they did was walk through the door.Dr. Beth Harn, U of O80/20 Dilemma Decades of research clearly demonstratesapproximately 80% of the doing (ask/answering questions, discussing, explaining, writing, reading, etc.) is done by 20% of the students... WE MUST CHANGE THIS FACT!What percentage of students actively participate in typical secondary classroom discussions ??RTI Scaling Evidence Based PracticeDr. Kevin Feldman kfeldman@scoe.org www.scoe.org/readingEngagement Comes Down Tothe Quantity & Quality of Student: Saying - Oral Language Writing- Written Language Doing - pointing, touching, demonstrating, etc.

** NEVER more than 2-10 Rule **RTI Scaling Evidence Based PracticeDr. Kevin Feldman kfeldman@scoe.org www.scoe.org/readingLesson ArchitectureExample from Rowe Middle School, North Clackamas

ConnectionTeachActive EngagementLinkWorkshopShareSupplemental Handouts p. 19Talk TimeCoffee please answer the following question:What are some other example of motivating practices you see in your school?Coffee please answer the following question:How would incorporating these practices across your school change the ways students learn?

With extra time switch questions

So how do we make this happen?Professional DevelopmentLeadershipData based teamingUniversal screenerCore Curriculum with strong instructionDecision rules and reading protocolThe guidelines that tell us which students need more supportDecision Rules and Protocol keep things consistentHelp to define need and success

Practical documents

http://www.oregonrti.org/files/u9/Secondary%20EBIS%20Handbook%20Final%20Aug.%2024-%202010.pdf

88TTSD: Reading Protocol

Supplemental Handouts p. 20TTSD placement rules

Supplemental Handouts p. 21-22Roseburg: Reading Protocol

Supplemental Handouts p.

Roseburg Placement Rules

Supplemental Handouts p. http://www.roseburg.k12.or.us/depts/educate/PBIS.html

92Talk TimeCream please answer the following question:How are decisions made to place students in more intensive instructional settings?Coffee please answer the following question:What can you take away from the documents from TTSD and Roseburg?

With extra time switch questions

So how do we make this happen?Professional DevelopmentLeadershipData based teamingUniversal screenerCore Curriculum with strong instructionDecision rules and reading protocolProgress MonitoringProgress Monitoring

repeated measurement of academic performance to inform instruction of individual students in general and special education... It is conducted at least monthly to (a) estimate rates of improvement, (b) identify students who are not demonstrating adequate progress and/or (c) compare the efficacy of different forms of instruction to design more effective, individualized instruction.-National Center on Response to Intervention

95Progress monitoring serves 2 purposes:

Evaluate the effectiveness of ongoing interventions for cohort groups of students (evaluation of intervention)

Evaluate the effectiveness of ongoing interventions for individual students (evaluation of students response to intervention)

Purpose(s)Cohort GroupsGOALNot a child issue!!!Cohort GroupsGOALChase is not respondingIndividual StudentsGOALMay need a change. What do your decision rules say?Talk TimeCoffee please answer the following question:What data do you use to determine if your instruction is working?Coffee please answer the following question:How does/could the analysis of cohort groups help you look at the effectiveness of instruction?

With extra time switch questions

So how do we make this happen?Professional DevelopmentLeadershipData based teamingUniversal screenerCore Curriculum with strong instructionDecision rules and reading protocolProgress MonitoringInterventionsResearch on Secondary LiteracyAdolescent Literacy Intervention ProgramsStupski Foundation: The Secondary Literacy Instruction and Intervention Guide

http://www.learningpt.org/literacy/adolescent/intervention.pdfhttp://www.stupski.org/documents/Secondary_Literacy_Instruction_Intervention_Guide.pdf

102Interventions for Adolescent Struggling Readers

Writing to Read

Research on Secondary Literacyhttp://www.centeroninstruction.org/files/Meta-analysis%20Struggling%20Readers1.pdfhttp://carnegie.org/fileadmin/Media/Publications/WritingToRead_01.pdf

103Critical Features Tier 2Targeted Instruction for Some

beyond the comprehensive core explicit instruction guided practice in targeted, key areas smaller groups use of additional instructional time

104Critical Features Tier 3Intensive Instruction for a Fewsignificantly behind critical reading skillsguided by a specific intervention program two or more of the key foundational areas relatively small percentage of students

Definition taken from stupski secondary literacy instruction guide105What are the barriers?ResourcesTime to do progress monitoringTime to do placement testsSchedulingHighly qualified teachersSpecial education teachersLoss of electives

Next StepsWhat are your next steps for you district or school?

What one thing will you do this week to move you toward the one thing?Professional DevelopmentLeadershipData based teamingUniversal screenerCore Curriculum with strong instructionDecision rules and reading protocolProgress MonitoringInterventions